Career and college Guidance PPT (1).ppt

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1. Capacity Building Programme
on Career Guidance
Central Board of Secondary Education

2. Icebreaker
Icebreaker
Express Yourself

3. PERSPECTIVE BUILDING ON
CAREER GUIDANCE
Session 1

4. Activity 1
Need Analysis
Time Required: 30 minutes
Objectives: To enable participants to:
–explain the importance of career guidance
–feel the need to get more in depth understanding of
career guidance process.
Mode: Individual activity
Material Required:
•Handout 1A- Need Analysis Questionnaire

5. Need Analysis Questionnaire
Complete the following sentences:
1.A person who studies about classification of natural gem stones
and finds ways to prevent their damage
2.Name any 3 magazines imparting career information
3.A person who hacks into a computer network in order to test or
evaluate its security
4.Name of a newspaper focussing on jobs
5.Name the specialised branch in physics which deals with
photons, the elementary particles of light and helps to master
the techniques of emission, detection, transmission and
modulation of light

6. Need Analysis Questionnaire
6. Give any two suggestions for using a daily newspaper for
career guidance
7. A person who calculates and analyses the relationship between
insurance premium collected and benefits paid out specially in
relation to life insurance and pension
8. The person who manages production of plants in agricultural
companies and cooperatives
9. Person making maps, charts and 3 dimensional models
10. A person who studies the objective properties of matter, force
and energy

7. Need Analysis Questionnaire
11. How can parents help in career guidance programme
12. The art or profession of visual communication that combines
images, words and ideas to convey information to an audience
especially to produce a specific effect
13. An expanding career opportunity for individuals interested in
material science, engineering, material processing, chemistry
or marketing
14. Name any two web sites which give information on career
guidance
15. The study of growing and marketing of flowers and foliage
plants

8. Need Analysis Questionnaire
16. A branch of Biology, Chemistry and Pharmacology concerned
with the study of adverse effects of chemical on living organisms
17. The work of _____is related to medical and health care and
aims at application of technology to the improvement of life.
18. Chartered financial analyst is a unique professional program
aimed at providing insights understanding of the students in the
3 core areas of
19. Name the profession where-in a person’s main task is to collect,
manipulate and analyze data
20. A _____________ flies passenger aircraft or cargo aircraft.

9. Answers
1.Gemologists
2.Career 360, Competition Success review, Pratiyogita Darpan
3.Ethical Hacker
4.Employment News
5.Photonics
6.We can use career counsellor columns / articles in TOI, HT
etc
a. We can go through the job profiles / job requirements in career column
7.Actuary
8.Agronomist
9.Cartographer
10.Physicist

10. Answers
11. Parents can contribute by presenting the insights of their own job
to the students
12. Graphic Designing
13. Careers in Science and Technology
14. www.careerpathways.co.in, www.du.ac.in
15. Floriculture
16. Toxicology
17. A Biotechnologist
18. Corporate Finance, Investment Management and Financial
Services
19. Data Analyst
20. Commercial Pilot

11. Activity 2
Let’s Understand
Time required: 45 Minutes
Objectives - To enable participants to:
•explain the basic terms related to career guidance
•explain the need and importance of career guidance
•differentiate between guidance and counselling ; job and
career
•describe their role in career guidance
Mode: Individual Activity
Material Required:
•Handout 1B- Introduction to Career Guidance

12. Guidance
It is a process of giving advice.
AGREE DISAGREE UNDECIDED
Guidance is a process, it helps an
individual to help himself to
recognize and use his inner
resources to set goals, to make
plans, to work out his own
problems. It does not solve the
problem but it helps him/her solve
the problem.

13. Guidance is range of processes designed to enable
individuals to make informed choices and transitions
related to their educational, vocational and personal
development.
Watts and Kidd (2000)

14. Guidance aims at helping the individual
in:
•Self-understanding - of one’s strengths,
limitations and other resources
•Self-accepting – acceptance of things one
cannot change
•Self-directing – ability to solve problems,
make choices and decisions on one’s own.
Aims of Guidance

16. Counselling
Counselling is a process of helping others to make
their lives better.
AGREE DISAGREE UNDECIDED
Counselling is a process through which an
individual who needs help is assisted by a
professionally prepared individual so that he/she
can be helped to make necessary adjustment to life
and to his/her environment.

18. Counselling in fact denotes a more therapeutic
and personalized intervention, whereas
guidance embraces a larger range of
activities.
Herr, Cramer and Niles, 2004

19. Career
It is simply our choice of profession, for future
endeavours.
AGREE DISAGREE UNDECIDED
Career is defined as an
occupation, trade, profession and
vocation. This simple definition
refers to what one does to make a
living. Also, career covers a
sequence of position, roles,
activities and experiences
through a series of jobs over his
lifetime.

20. Essential
Requirements
for Building
Career

21. Work/ Job
Work is something an individual does casually to
pass their time.
AGREE DISAGREE UNDECIDED
Work is that a person does
regularly in order to earn
money and also something
that requires great effort to
succeed and keep
maintaining the momentum
or pace for success.

22. Career and Job
A person usually holds several jobs in his/her
career. It is usually easier to change jobs in the
same field of work that defines ones career. However
switching careers is more difficult.

23. Career Guidance
It is a process of giving advice related to career of an
individual.
AGREE , DISAGREE UNDECIDED
Career guidance is focused
on student’s career
development. Career
guidance provides
direction for future.

24. My son, I want to
see you as an
Engineer
Sure .....Dad

25. Oh...come my
little doctor
Thanx
Mom

26. Hey Bro.. Hotel
Management is
better for you
Well..... I
will think
about it.

27. Engineer?
Doctor?
Hotel
Management?

28. Why Career Guidance?
Students
•Don’t plan their future
•Follow their peers
•Accept the verdict of their parents
•Get tempted by current trends
•Are totally away from realities and live in the world
of their own dreams/fantasies
•Fail to discover their own true self

29. Career Counseling
It involves giving instructions about career
choices.
AGREE DISAGREE UNDECIDED
Career counselling is a
program in which trained
professionals interact
with students to assist
them with their career
development.

30. Role of Teachers in Career Guidance
Teachers clear the doubts of their students regarding the
career and give them advice.
AGREE DISAGREE UNDECIDED
Teachers can open the doors to better
communication between parents and students to
foster better understanding of the career choices
of the student.

32. Skills Required
•Communication Skills - Patient and convincing
listening ability
•Thinking Skills – esp. Critical Thinking
•Interpersonal Skills
•Empathy- Knowing and understanding others
•Emotional Maturity
•Decision Making Skills

33. Key Messages
Career guidance and
career counselling may
seem similar terms but
have distinct significance.
Guidance is a
continuous process
aiming at overall
development of
personality of an
individual .
Career is an individual
journey which involves
work related goals.
Teachers can contribute
extensively to the
guidance programme in
the school.

34. Activity 3
Tracing one’s Career History
Time Required: 60 Minutes
Objectives: To enable participants to:
•discover the career development process in an
individual’s life
•explain the different stages and steps involved in
career development.
Mode: Individual activity
Material Required:
•Handout 1C – Understanding one’s Career
Development

35. Think individually and write an
answer for each of the question given
below:
1.As a little child in the school, what were your dreams?
2.As a teenager in school, what career plans you nurtured
for yourself?
3.At college level does your plans for career changed?
What was the reason for this change?
4.Are you satisfied with your present profession or do you
want any changes in your profession?
5.If you are not satisfied with your present career, what
profession would you like to opt for?

36. Process of Career Development

37. https://mail.google.com/mail/u/0/#sent/15943de615a8d614?projector=1

38. https://mail.google.com/mail/u/0/#sent/15943de615a8d614?projector=1

39. Key Messages
1.Career development is a continuous process
and involves a series of career related decisions
in an individual’s life.
2.It is generally influenced by the education,
training, family of an individual and society in
general.
3.For an individual there are many striking strong
influencers in comparison to others in the
process of career development.

40. MAJOR COMPONENTS OF
CAREER DEVELOPMENT
Session 2

41. Activity 4
Exploring Self
Time required: 90 mins
Objectives: To enable participants to:
–explore and appreciate various personal attributes
–acquire increased self-awareness by self-reflection
–correlate true self and career
–establish linkage of skills, abilities, personality and interest
with career choice.
Mode: Individual Activity
Material required:
–Handout 2A – Handout 2F

42. I would hate to
have a job
where you had
to get up early
in the morning.
I’d hate to have a
job where you
stayed in the same
place all day.
I’d hate to
have a job
where you
had to be
nice to
everybody.

43. https://www.youtube.com/watch?v=JccLYKqm0jA

44. Let the fish swim. Let the rabbits run. Let
the eagles fly.
We don’t want a school of average ducks.
or, Play to people’s strengths.
Invest in Strengths

45. Self Assessment

46. Self Exploration
Self Exploration
Helps in revealing
Skills and Strengths
Self Awareness
Helps an individual
feel more competent
Reduces Fear and
Builds Confidence in
an individual

47. STRENGTHS
•What are your strengths?
•What do you do better than others?
•What unique capabilities and resources
do you possess?
•What do others perceive as your
strengths?
WEAKNESSES
•What are your weaknesses?
•What do your competitors do better than
you?
•What can you improve given the current
situation?
•What do others perceive as your
weaknesses?
OPPORTUNITIES
•What trends / conditions may
positively impact you?
•What opportunities are available to
you?
THREATS
•What trends /conditions may negatively
impact you?
•What are your competitors doing that
may impact you?
•What impact does your weaknesses have
on the threats to you?
Areas of Strengths and
Weaknesses

48. Intelligence and Careers

50. Intelligenc
e Area
Is strong in:Likes to:Learns best
through:
Famous
examples:
Possible careers:
Word
Smart
(Verbal/
Linguistic)
Reading, writing,
telling stories,
memorizing dates,
thinking in words
Read, write, tell
stories, talk,
memorize,
work on puzzles
Reading, hearing
and seeing words,
speaking, writing,
discussing and
debating
Edgar Allen
Poe, Maya
Angelou,
Rick Riordan,
Shakespeare
Lawyer, editor, interpreter/
translator, journalist,
playwright, poet, public
relations, reporter, teacher,
historian, librarian
Logic/
Number
Smart
(Logical/
Mathemati
cal)
Math, reasoning,
logic, problem
solving
Solve problems,
question, work
with numbers,
experiment
Working with
patterns and
relationships,
classifying,
categorizing,
working with the
abstract
Albert Einstein,
Steve Jobs,
Bill Gates,
Bill Nye
Accountant, analyst,
investment broker, lawyer,
chemist, pharmacist,
physician, computer
programmer, engineer,
inventor, researcher, city
planner
Picture
Smart
(Visual/Sp
atial)
Reading, maps,
charts, drawing,
mazes, puzzles,
imagining things
Design, draw,
build, create,
daydream, look
at pictures
Working with
pictures and
colors, visualizing,
using the mind’s
eye, drawing
Leonardo Da
Vinci, Frida,
Diego Rivera,
Georgia
O’Keeffe,
Bobby Fisher
Photographer, graphic
designer, advertiser,
architect, artist, carpenter,
cartographer, dentist,
engineer, interior designer,
mechanic, navigator, pilot,
sailor
Body
Smart
(Bodily/Ki
nesthetic)
Athletics, dancing,
acting, crafts, using
tools
Move around,
touch, play
sports, dramatic
arts
Touching,
moving,
processing
knowledge
through body
sensations
Tony Hawk,
Derek Rose,
Shaun White,
Shawn Johnson,
Felix Jones
Dancer, coach, athlete,
actor/actress, equestrian,
carpenter, massage therapist,
magician, mechanic, physical
therapist, physician, architect

51. Intelligence
Area
Is strong in:Likes to: Learns best
through:
Famous
examples:
Possible careers:
Music
Smart
(Musical/
Rhythmic)
Singing &/or
playing an
instrument,
picking up sounds,
remembering
melodies, rhythms
Sing, hum, play
an instrument,
listen to music,
tap out rhythms
Rhythm, melody,
singing, listen to
music and musical
patterns
Taylor Swift,
Aretha
Franklin,
Selena Gomez,
Beethoven,
Mozart
Conductor, composer,
music teacher, recording
technician, singer, sound
engineer, musical
performer, music critic
People
Smart
(Interperso
nal)
Understanding
people, leading,
organizing,
communicating,
resolving conflicts,
selling
Have friends, talk
to people, join
groups/clubs/or
ganiza-tions
Sharing, comparing,
relating,
interviewing,
cooperating
Oprah
Winfrey,
Bill Clinton,
Gandhi,
Mother Teresa
Teacher, therapist, travel
agent, child care worker,
coach, manager,
mediator, nurse,
physician, public
relations, salesperson
Self Smart
(Intraperso
nal)
Understanding
self, recognizing
strengths and
weaknesses,
setting goals
Work alone,
reflect, pursue
own interests
Working alone,
doing self-paced
projects, having
space, reflecting
Gandhi,
Stephen Covey
Entrepreneur, consultant,
counselor, psychologist or
psychiatrist, researcher,
writer, trainer
Nature
Smart
(Naturalist)
Understanding
nature,
categorizing,
identifying flora
and fauna
Be involved with
nature, be
outside, classify
items/informatio
n
Working in nature,
exploring living
things, learning
about plants and
natural events
Steve Irwin,
Bear Grylls,
Jane Goodall,
Jacques
Cousteau
Botanist, chef,
environmentalist,
landscape artist,
navigator, sailor,
veterinarian, astronomer,
meteorologist, zoologist

52. Key Messages
Self-exploration is the
most important
determinant of career
choice.
Self-exploration
involves evaluating
interest, personality,
aptitude, skills.
Awareness about self
helps in chalking out
one’s career path.
We might be like other
people in many ways,
but no one is exactly
like anyone else.

53. Activity 5
Exploring Career Patterns of an Individual
Time required: 90 Minutes
Objectives: To enable participants to:
–identify various factors influencing a career path
–explain the importance of critical thinking in deciding about one’s career
–analyze various factors influencing ones career decision
Mode: Individual and Group Activity
Material required:
–Handout 2G - Determinants of Career Guidance
–Handout 2H – A Career Story (Activity Sheet)
–Handout 2I - A Career Story (Activity Sheet)
–Handout 2J - A Career Story (Activity Sheet)
–Handout 2K - A Career Story (Activity Sheet)
–Handout 2L - A Career Story (Activity Sheet)

54. Career Story 1- Handout 2H
Reema, class XII passed out student from medical stream, is
fond of studying Biology. Her goal was to become a doctor.
She was always interested in gathering information about
diseases and their treatment. She used to surf the websites of
various hospitals and often dreamt of being a part of one of
those hospitals. But she could not do well in entrance test for
medical college and could not get admission in MBBS. She
tried in BDS and got admission in a renowned Dental College.
Rather than trying for one more year, she explored other
options. She secured her seat in BDS. Now she is pursuing
BDS and doing her best in it. She is now contented as it is also
one of the Medical fields which was always her passion.

55. Career Story 2- Handout 2I
Priya is a confident, extrovert girl having good communication
skills. She is fascinated by the job of an airhostess and
interested in joining airlines. She has gathered all the
information regarding training institutes for the same. When
she discussed about her interest with her parents, they did not
show much interest and suggested her to continue her studies
because they think that this career will not match their lifestyle
and the working hours are more. They also considered this
career not to be safe for girls. As a result, she took admission
in B.Com. Although she is good in academics but still she
could not score good marks in her graduation. Now she is
trying to get admission in MBA as her parents want her to do
so but she is not at all interested in it.

56. Career Story 3- Handout 2J
Vedant, a class X student is good in playing football. He is
very passionate for football. He is also selected in a state
level team. His parents are very supportive and help him in
his football coaching and academics. Because of his
tournaments and coaching schedule, he was facing difficulty
in attending school. He wanted to continue his studies
along with his game. His coach suggested him to enrol
himself in class XII through NIOS (National Institute of
Open Schooling). His parents were reluctant about NIOS
but after great persuasion they agreed to it. Vedant has now
passed class XII through NIOS, got admission into a collage
and is representing state level football team.

57. Career Story 4- Handout 2K
Nidhi opted for science in class XII (physics, chemistry and biology) and
wanted to become a doctor. She could not get through the entrance test
for Medical colleges. She scored 94% marks in class XII and took
admission in Psychology (hons.). She completed her graduation by
securing 1st Position in the college. During her graduation, she realized
that she has got interest in Psychology. As per her mother’s suggestion,
she did her B.Ed. in Special Education so that she becomes eligible for
being a teacher. When she was pursuing her Masters in Psychology, she
got an opportunity to be selected as a Special Educator in a Govt. School.
She left her Masters course in between to join the government job. On
being questioned by her college teachers about her decision of leaving her
Masters Course in between, she replied that on the advice of her mother
she is joining the job since she feels that getting a government job in
today’s time is more important than pursuing a Masters course. She also
said that she can complete her Masters Course through Correspondence
along with her job. Now she and her mother are happy.

58. Career Story 5- Handout 2L
Karan passed class XII in Humanities. Being not very good in
academics he just managed to get passing marks in class XII.
He was always interested in Arts and at school level
participated and won various art competitions. This was never
appreciated by his parents who are doctors. After class XII,
he did his graduation in interior designing against his parents’
wishes. He did fairly well in his graduation and participated in
exhibitions of designing. During exhibitions, his work was
appreciated by all. Seeing his work, a Foreign Based Company
hired him for their company in Italy with a handsome salary.
Now he is happy, satisfied and flying to Italy.

59. Factors Influencing Career Choice
Personal
Variables
Social VariablesEnvironmental
Variables
Personality
Interest
Skills and aptitude
Values
Belief
Ability
Self-concept
Gender and age
World of work
Knowledge
Social and cultural
factor
Educational institution
Geographical Location
Political
Factors
Working Condition
Market demand
Media
Socio-economic
Status
Family, peers
Community
Government
Policy

60. EXPLORING THE WORLD OF
WORK
Session 3

61. Activity 6
Jobs in My Community
Time required: 45 Minutes
Objectives: To enable participants to:
–describe different types of work and their working
conditions
–enlist different types of job titles and their duties
Mode: Group activity
Material required:
–Handout3A – Jobs in My Community

62. Key Messages
It is very important to
understand the job title
and duties of a work.
Working conditions include
physical, psychological and
social environment.
The job title will
indicate the nature of
work.

63. Activity 7
Building Bridges...From Fascination to
Reality
Time required: 75 Minutes
Objectives: To enable participants to:
–explain their professional duties
–describe the working conditions, demands and challenges
related to their career
–impart career information to students effectively.
Mode: Individual and Group Activity
Material required:
•Movie clips, computer, projector, screen, flipchart
•Handout 3B – Dimensions of Career Information

64. Movie Clippings

65. Dimensions of Career Information

67. Key Messages
1.It is very important to have a complete knowledge about a
career before the career decision.
2.The working conditions and the role and responsibilities to
be performed should be taken into account while selecting
the career of choice.
3.At times misinformation about a career can lead to a wrong
choice which may make the individual unhappy.
4.Career information is essential for providing career guidance
to students.
5.Career information comprises of 3 components: occupational
information, educational information and personal- social
information.
6.Career information which is accurate, reliable and valid
facilitates the students in making the right career choices.

68. Activity 8
Linking Subjects with Careers
Time required: 45 Minutes
Objective:
–To enable participants to establish linkages between
subjects and careers.
Mode: Individual and Group activity
Material required:
–Stick on pads, Chart paper, colours/sketch pens
–Handout 3C –Relationship of subjects of study with
different careers

69. Language and Some Careers

70. Science and Some Careers

71. Social Sciences and Some Careers

72. Mathematics and Some Careers

73. TRANSACTING CAREER
INFORMATION
Session 4

74. Activity 9
Transacting Career Information
Time required: 90 Minutes
Objectives: To enable participants to:
–explore different types of methods for providing career
information to the students
–select appropriate method(s) for providing career related
information to students.
Mode: Individual and Group Activity
Material required:
–Handout4A – Strategies for imparting Career Information
–Handout4B – Slips of paper with strategies written on them
–Chart papers, colours, sketch pens, pencils

75. Strategies and Resources for
imparting Career Information

76. Key Messages
1.We can use number of tools and techniques for
creating career awareness among students. For
example-print material, media, role play, bulletin
boards, career seminars, field trips etc.
2.By using various technologies, the career
information services have become more efficient
and effective.
3.Information and communication technology is
very effective in creating career awareness among
students.

77. Activity 10
Setting up a Career Corner in a school
Time required: 30 Minutes
Objectives: To enable participants to:
–explain the importance of career resource room in the school
–identify the day to day material which can be a part of a
career resource room.
Mode: Individual and Group Activity
Material required:
–Handout 4E –Setting up a career resource corner/career
resource room
–Chart Paper, colours, markers

78. Basic Requirements

79. Source: ttps://www.google.co.in/search?
espv=2&biw=1366&bih=662&tbm=isch&sa=1&q=career+resource+room+in+a+school&oq=career+resource+room+in+a+school&gs_l
=img.12...25574.28977.0.30699.0.0.0.0.0.0.0.0..0.0....0...1c.1.64.img..0.0.0.eyROkfJYXBw#imgrc=8srFD6lckdIOSM%3A

80. Types of Career Information
Material

81. Key Messages
1.A career resource room can be a place where career related
information is easily available to students
2.It is not a very expensive affair.
3.Day to day library resources like newspaper, magazines,
guide etc. can serve the purpose.
4.Teacher and student volunteers can work together to update
career resources.
5.Regular updates should be maintained.
6.The amount of resources available depends on the budget of
the career counselling services as well as the availability of
resources like place, funds, staff availability, materials,
equipments etc.
7.Students’ alumni association and PTA can contribute in the
maintenance and updation of career resources.

82. College...?? Course..??
My
Future..??
Fee...??
Job...??

83. Activity 11
What Went Wrong?
Time required: 45 Minutes
Objective:
–To enable participants to impart correct, valid and
updated information about different careers to their
students.
Mode: Group Activity
Material required:
–Handout 4F- A Case Study
–Handout 4G – Initial considerations before taking
admission

84. Things to be
considered when
choosing a
college or higher
educational
institution
Accreditation of Institution
Course Affiliation & Accreditation
Cost / Financial Aid /
Scholarships
Internship and Hands
on opportunities
Course Content
Job Placement Rates

85. Key Messages
1.Every advertisement of a course and an institution
cannot be trusted blindly.
2.The claims made by the institutions need to be
verified.
3.The recognition and accreditation of course and
college are two important areas of exploration.

86. REVISITING THE ROLE OF
TEACHERS IN CAREER GUIDANCE
Session 5

87. Activity 12
Revisiting the Role of Teachers in Career
Guidance
Time required: 45 Minutes
Objectives: To enable participants to:
–chalk out their role in imparting career guidance in the
school
–discharge their duty of imparting career guidance to
students effectively.
Mode: Individual and group activity
Material required:
–Handout5A, 5B and 5C

88. Three Tier Role of Teacher in
Career Guidance
Source: https://www.teachfirst.org.uk/news/important-role-teachers-providing-quality-
careers-learning
Tutorial Teaching Leadership

89. Source: http://www.hanoverresearch.com/2014/09/24/why-college-and-career-readiness-is-an-integral-component-of-k-12-education/

90. Source: http://cd1.edb.hkedcity.net/cd/cns/sscg_web/html/english/main09.html

91. Role to be played by working in close collaboration
with the School Counsellor
•to form and organizing the school guidance committee
•to set up an career resource room in the school
•to deliver orientation talks to students regarding
guidance services available in the school
•to help students to identify their aptitude, interests and
values in making suitable career choices
•to organise career fairs in the school
•to orient students of classes X and XII with regard to
university and non university courses, professional and
training opportunities, apprenticeship schemes, etc.

92. •to collect and display educational and occupational
information
•to disseminate occupational and educational information
through class talks, group discussions, film shows,
exhibitions, etc.
•to organize career days, career weeks, career
conferences, career exhibitions, etc.
•to create a motivating environment and open doors for
better communication between parents and students to
foster greater understanding of the career choices of the
students
•to do a follow up of the students after they have left the
school to see how they have benefited from the career
guidance services provided to them at school.

93. Career Guidance for Students
with Special Needs
•Assessment of aptitude, interests and values
•Provision of real life learning experiences
•Exploration of different career
options/opportunities suitable for students
with special needs
•Enhancing self esteem through creating
awareness of being economically independent
•Enhancing Life Skills

94. Things to be Considered
1.Career guidance is a dynamic process, so it requires
continuous guidance and interaction over a period of time.
2.Contextually relevant and appropriate content should be
focused on while planning career programme.
3.It is important to identify needs of the participants before
planning activities for the students.
4.Career guidance is an ongoing process of combined
involvement of students, parents and teachers.
5.The cooperation and support of the entire faculty and staff is
necessary for the successful implementation of a career
guidance programme.

95. https://www.youtube.com/watch?v=ajRj0hMqX6k

96. https://mail.google.com/mail/u/0/#inbox/158aa
0515624cf1c?projector=1

97. Queries?